http://repositorio.ufgd.edu.br/jspui/handle/prefix/77 2026-08-31T18:26:14Z 2026-08-31T18:26:14Z Barcelos, Kaio da Silva http://repositorio.ufgd.edu.br/jspui/handle/prefix/6980 2026-08-30T05:07:50Z 2026-02-12T00:00:00Z

Título: Programa de formação assistida em serviço para professores de alunos com transtorno do espectro do autismo: construindo um modelo de inclusão escolar Autor(es): Barcelos, Kaio da Silva Primeiro Orientador: Martins, Morgana de Fátima Agostini Abstract: La escolarización de estudiantes con Trastorno del Espectro Autista (TEA) en la escuela común, especialmente en el período de transición de la Educación Infantil a la Educación Primaria (primeros años), demanda prácticas pedagógicas colaborativas, planificación sistematizada y procesos formativos contextualizados. En este escenario, la presente tesis tuvo como objetivo elaborar, implementar y evaluar un Programa de Formación Asistida en Servicio (FAS) orientado a la escolarización de estudiantes con TEA matriculados en el primer año de la Educación Primaria. Se trata de una investigación de naturaleza cualitativa, fundamentada en la investigación-acción y desarrollada a partir de un enfoque colaborativo, realizada en dos instituciones escolares del municipio de Dourados, Mato Grosso do Sul, Brasil, una perteneciente a la red pública y otra a la red privada, organizadas en dos Grupos de Trabajo (GT-A y GTB). Participaron en el estudio profesoras de enseñanza común, profesoras de Educación Especial, profesionales de apoyo pedagógico, psicólogas y familiares de estudiantes con TEA. El investigador actuó como profesor especialista en Educación Especial, asumiendo un papel activo en la construcción, implementación y seguimiento del Programa de FAS en el contexto escolar. La recolección de datos se llevó a cabo en tres etapas: (1) identificación de demandas y necesidades relacionadas con el proceso de escolarización de los estudiantes con TEA; (2) planificación e implementación del Programa de Formación Asistida en Servicio; y (3) evaluación del programa a partir de la opinión de las participantes. Se utilizaron como técnicas: entrevistas semiestructuradas, diario de campo, análisis de documentos escolares, registros de las acciones desarrolladas, planes pedagógicos y cuestionarios de evaluación. Los datos fueron analizados mediante análisis temático. Los resultados evidenciaron que el Programa de FAS favoreció el fortalecimiento de las relaciones colaborativas entre los profesionales de la escuela, amplió la comprensión sobre el TEA y contribuyó a la cualificación de las prácticas pedagógicas en el contexto escolar. Se destacan, como principales contribuciones, la construcción colectiva del Plan Educativo Individualizado (PEI) y del Plan de Atención Educativa Especializada (Plan de AEE), orientados por las necesidades educativas específicas de los estudiantes, así como la reorganización de la planificación pedagógica, la ampliación de las adaptaciones curriculares y el perfeccionamiento de la articulación entre la enseñanza común y la Educación Especial. Asimismo, se observó un aumento en la seguridad en la práctica pedagógica de las profesoras, mayor reflexión sobre la práctica docente y el fortalecimiento del diálogo entre escuela, familia y profesionales externos, impactando positivamente el proceso de escolarización de los estudiantes con TEA. Los análisis comparativos entre los contextos investigados revelaron que la efectividad del Programa de FAS estuvo directamente relacionada con las condiciones institucionales, las concepciones de inclusión escolar y las formas de organización del trabajo pedagógico en cada escuela, evidenciando que la formación situada y colaborativa constituye un elemento central para la construcción de prácticas inclusivas. Se concluye que la FAS se configura como una estrategia potente de formación continua, capaz de cualificar la planificación pedagógica, fortalecer la actuación colaborativa y contribuir de manera significativa a la inclusión escolar de estudiantes con TEA, reafirmando la escuela como un espacio privilegiado de formación docente y de producción de prácticas inclusivas contextualizadas. Editor: Universidade Federal da Grande Dourados Tipo: Tese

2026-02-12T00:00:00Z Ferreira, Edna Pereira dos Santos http://repositorio.ufgd.edu.br/jspui/handle/prefix/6941 2026-08-21T05:30:16Z 2026-03-20T00:00:00Z

Título: Felisberto Rodrigues Pereira de Carvalho (1850-1898): trajetória intelectual e redes de sociabilidade na imprensa Autor(es): Ferreira, Edna Pereira dos Santos Primeiro Orientador: Moreira, Kênia Hilda Abstract: This thesis aims to outline key episodes in the trajectory of Felisberto de Carvalho and to analyze the sociohistorical context that shaped his integration into the educational and cultural fields. It seeks to understand how the positions he held contributed to determining his career path. The object of study is the socio-intellectual trajectory of Felisberto de Carvalho, a teacher and educational textbook author in the latter half of the 19th century, whose involvement in intellectual circles afforded him a prominent role in the educational landscape. The central research question is: how did the episodes of his socio-intellectual trajectory and the surrounding sociohistorical context influence the positions he held and, consequently, the configuration of his path? The thesis argues that Felisberto de Carvalho, as an agent endowed with cultural and symbolic capital and a member of the Council of Instruction, built a sociability network that ensured his influence and legitimacy. Aligned with the educational demands of the period, his works catered to schools and resonated for decades after his death, remaining alive in readers’ memories until 1988. The theoretical framework relies on Pierre Bourdieu’s triangulation, articulating the concepts of field, capital, and habitus to understand Felisberto de Carvalho’s participation in the educational and cultural disputes of his time. Additionally, we draw upon Sirinelli’s definitions of intellectuals and sociability networks to further interpret his trajectory. From the general goal, three specific objectives were defined: 1) to present and describe the main episodes of Felisberto de Carvalho’s socio-intellectual path, highlighting significant moments of his integration and the positions that shaped his actions; 2) to analyze how his relationship with the press and the readers’ appropriation of his works influenced his trajectory and consolidated his presence in the cultural and intellectual spheres; and 3) to investigate his interactions with other agents in the field, such as publishers and critics, to understand his contributions and the impact of these relationships on the development of his path in the cultural field and the configuration of this space. The corresponding hypotheses are: first, that Carvalho integrated into the leading intellectual circles of the Rio de Janeiro province, enabling the consolidation of a sociability network that favored the establishment of his legitimacy and performance in the educational and cultural fields; second, that his relationship with the press, combined with a consolidated sociability network, allowed him to achieve recognition and legitimacy in 19th-century society, a process reinforced by readers’ appropriation of his works; and third, that his interactions with publishers and critics shaped the editorial circulation and legacy of his writings. Methodologically, this is documentary-based historical research grounded in the analysis and interpretation of sources related to Felisberto de Carvalho’s trajectory, sociability networks, and educational production. The set of sources is primarily based on data collected from the Hemeroteca Digital Brasileira (Brazilian Digital Periodical Archive), comprising mainly newspapers, magazines, reports, yearbooks, and almanacs. Results indicate that Felisberto de Carvalho was a teacher rooted in his time, who consolidated a sociability network capable of articulating multiple spaces and agents. He produced textbooks aimed at both teacher training and primary education literacy. We conclude that his trajectory was shaped by the interplay between institutional integration, intellectual production, and interactions with agents from the cultural and educational fields, granting him recognition and a lasting legacy in the Brazilian educational memory. Thus, this thesis broadens the understanding of the history of education in 19th-century Brazil by highlighting the figure of Felisberto de Carvalho as an example of a teacher-intellectual operating at the intersection of teaching, the press, and book production, offering insights for future research on sociability networks, editorial circulation, and the valorization of the teaching profession in the 19th century. Editor: Universidade Federal da Grande Dourados Tipo: Tese

2026-03-20T00:00:00Z Silva , Jaíne Massirer da http://repositorio.ufgd.edu.br/jspui/handle/prefix/6890 2026-08-14T05:11:39Z 2026-03-27T00:00:00Z

Título: Representações de estudantes na imprensa estudantil secundarista em Campo Grande/MT: o vida escolar e o ginásio, nas décadas de 1930 e 1940 Autor(es): Silva , Jaíne Massirer da Primeiro Orientador: Moreira , Kênia Hilda Abstract: This doctoral thesis aims to analyze the representations of students in the secondary school student press in the city of Campo Grande, in the south of the former state of Mato Grosso, during the 1930s and 1940s. The documentary corpus consists of 57 editions of the periodicals Vida Escolar: Orgão dos Estudantes de Campo Grande (1934-1936), Vida Escolar: Orgão dos Alunos do Internato Osvaldo Cruz (1937), and O Ginásio: Orgão dos Alunos do Ginásio Municipal Dom Bosco (1937-1945). We seek to examine the socially and culturally disseminated representations of students. As a methodological procedure for analysis, we built a systematized database from the digitization of the periodicals using Optical Character Recognition (OCR) technology, a necessary procedure given the breadth of content within the sources. The research examines the materiality of these periodicals, their textual and visual content, as well as the themes addressed, organized into six thematic axes: youth culture; school institution; cinema and education; Christian culture; Mato Grosso; and civic, moral, and physical education. Guided by the theoretical framework of the New Cultural History, we investigate what were the representations of students conveyed in the periodicals produced by private secondary schools, therefore, by the elite of Campo Grande. To this end, we analyze the students’ areas of activity in the production of the periodicals and in the literary guilds Castro Alves and Padre José de Anchieta, as well as the activities that comprised youth sociability: civic-literary sessions, sports practices, student caravans, and humorous sections. We argue the thesis that the representations of students were partly shaped by institutional control: although the printed materials showed student organization and participation aiming for autonomy and configured themselves as spaces for youth expression, they also revealed disciplinary and formative practices, highlighting the tensions between student autonomy and institutional surveillance. The analysis of materiality and authorship dynamics demonstrated that, between 1937 and 1942, student participation was majority in O Ginásio, but from 1943 onwards, with the change of subtitle to “Official Organ of the School”, the student voice was progressively silenced. In Vida Escolar, we identified phases of greater student protagonism. The activities of the literary guilds, reports of caravans, sports chronicles, and humorous sections revealed expressions of youth culture that, within the limits of an authorized freedom, produced representations of what it meant to be a student, conveyed between the ideal of the diligent, patriotic, and religious student more vigorously and, in minimal traces, more spontaneous and critical manifestations of school life. The writings on civic, moral, and physical education, conveyed in articles, speeches, and photographs of parades and physical activities, projected a holistic education aligned with the nationalist ideals of the Vargas Era and Christian doctrine. However, in the play of representations, other youth groups that made up the population scenario of Campo Grande, such as young women, the indigenous population, immigrants, Black and mixed-race people, were silenced or represented in a stereotyped manner, revealing the elitist and exclusionary character of secondary education and the student press itself that was analyzed. Editor: Universidade Federal da Grande Dourados Tipo: Tese

2026-03-27T00:00:00Z Villalba, Luana Vitória http://repositorio.ufgd.edu.br/jspui/handle/prefix/6889 2026-08-14T05:11:35Z 2026-03-05T00:00:00Z

Título: Valorização das/dos profissionais da educação no contexto dos planos de carreira e de remuneração dos municípios da microrregião de Dourados/MS Autor(es): Villalba, Luana Vitória Primeiro Orientador: Militão, Andreia Nunes Abstract: This master's research is part of the field of teacher education, in the research line “Education, Teacher Training, and Educational Practices” of the Graduate Program in Education (PPGEdu) at the Federal University of Grande Dourados (UFGD) and is linked to the Study and Research Group on Educational Policies and Teacher Training (GEPPEF). The overall objective was to investigate the teaching career in municipal education networks in the micro-region of Dourados, in Mato Grosso do Sul (MS), which led to the following specific objectives: a) to investigate whether the municipalities in the micro-region of Dourados/MS include, in their respective Career and Remuneration Plans for public school education professionals, the guidelines set forth in Article 4 of Law No. 14,817/2024; b) to analyze the elements present in the Career and Remuneration Plans of the municipalities in the micro-region of Dourados/MS and what they offer for the appreciation and development of the teaching career; c) discuss the implications of the Career and Remuneration Plans for the careers of professionals in the municipal education network of Mato Grosso do Sul; d) problematize the careers of education professionals and the challenges encountered in the context of the implementation of the Career and Remuneration Plans. The main research question was: Do Career and Remuneration Plans include the elements defined by national guidelines regarding the appreciation of teaching careers? The methodological approach was qualitative, based on Historical-Dialectical Materialism and documentary research. The results reveal that the Career and Remuneration Plans of the micro-region of Dourados/MS partially comply with Law No. 14,817/2024, maintaining a restricted and managerial conception of teacher recognition, with weak articulation between career, training, working conditions, and compensation. Editor: Universidade Federal da Grande Dourados Tipo: Dissertação

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